MANUAL 



OF THE 



MTURAL METHOD IN READmG 



BY 

ELLEN E. KENYON-WARNER, Pd.D. 



NEW YORK 

D. APPLETON AND COMPANY 

1904 



\ 



MANUAL 



OF THE 



lATURAL METHOD II READING 



BY 

ELLEN E. KEN YON- WARNER, Pd.D. 



NEW YORK 

D. APPLETON AND COMPANY 

1904 



v^ 






LI8K»RY nf CONGRESS 
Two CoDies Received 

SEP 30 1904 
OoBSTteM Entry 

CLASS <^ XXo. Na 

COPY B 






^ 



Copyright, 1904, by 
D. APPLETON AND COMPANY 



PART I 

TO ACCOMPAxNY 

THE CULTURE PRIMER 



THE NATURAL METHOD IN READING.* 



The history of every science exhibits three stages of development : 

1. Accumulation of data. 

2. Examination, analysis, comparison, classification. 

3. Generalization. 

The Natural Method in Heading proceeds by three steps that corre- 
spond with the foregoing : 

1. Accumulation of a small initial vocabulary. 

2. Comparison, analysis, and resynthesis. 

3. Collation of elements and generalization. 

The First Step deals with masses of print such as the children have 
seen in their nursery books, gathering from them a few words for more 
definite study. 

The Second Step consists in examining these words and others intro- 
duced in subsequent text, and in experimenting with them to find out 
what words are made of. It prolongs its exercises until all the letters are 
discovered. In the course of this work a vocabulary of about seventeen 
hundred words becomes the property of the student. 

* The teacher should read the Primer through before beginning to teach from it. She 
should do the exercises just as the children will do them, become intimately acquainted 
with the course over which they are to be led, and banish all notions of progress and 
thoroughness at variance with the spirit of the work. The teacher who thus studies and 
follows tlie Natural Method, having mastered the principles upon which it rests, may 
confidently hope to complete the work of the Primer during the first half-year. In most 
cases this should be accomplished in study periods aggregating about an hour a day. 
Classes that read nothing outside this course, however, will require more time. 

5 



6 • MANUAL FOR THE CULTURE PRIMER. 

In the last analysis it is found that words are made of a limited num- 
ber of letters, and this is the generalization which suggests the work of 
the Third Step. 



FIRST STEP.— Accumulation. 

R ULE.— Proceed froii% the Whole to the PaHs. 

SCRIPT. — The rhymes given on the first eighteen pages are to be pre- 
sented on the blackboard in script. They are to be committed as wholes, 
compared as wholes, recognized as wholes. Analysis will occur spontane- 
ously. It must not be forced in the beginning, but may be encouraged 
and stimulated later. 
• The children will notice the following differences : 

1. The rhymes have long and short lines. 

2. The long lines project and the short lines are indented. 

3. Some rhymes begin with long lines and some with short. 

4. Some rhymes have two long or two short lines together, and some 
do not. 

5. Some rhymes have more lines than others. 

6. Some of the pieces have two or more stanzas, and some only one. 

In order that recognition may take place when the same rhymes are 
seen in print, the teacher must carefully copy the arrangement of the 
text, even where the pictures impinge upon it so as to break the lines. 
She must also keep to the same models Avhenever the same rhymes are 
repeated, remembering always that the children know the stanzas by their 
bulk forms, and not by the words they contain. 

Each rhyme is to be memorized as a song or recitation, and must be 
presented many times during this process, and lightly compared at each 
presentation with several of the others, the children telling which is the 
" Mother Hubbard " piece, which is the " Simple Simon " piece, etc., and 
noting the differences enumerated above. 

As soon as children develop a recognition of parts, systematic analysis 
may begin. Let volunteers find lines, phrases and words called for by 



THE NATURAL METHOD IN READING. 7 

other children who see them. It is not necessary to memorize any given 
list of words, because the work of the Second Step will include word 
hunts by means of which the memory may be supplemented to any degree 
needed. 

PRINT. — When the children have become pleasantly familiar with 
all the rhymes given under First Step, and have performed on the 
blackboard the exercises on pages 16 and 18, the books may be distributed 
and the whole reviewed in print. (Study periods increased to fifteen 
minutes.) 

Again proceed from the whole to the parts. The book as a whole is 
the child's first interest. It is an excellent subject for several observation 
and language lessons, which should include instruction and practice in 
care and management of books. A book should be a sacred thing to the 
child from the first. 

When the first study impulse has satisfied itself, start a search for the 
rhymes the blackboard has taught. Some of them will be recognized, 
though in the print. Others will follow, and, with a little mutual help, 
all may be learned. Let them come as individuals find them, no given 
order being important. When all are recognized, call for lines, phrases, 
and words, as in previous blackboard exercises, and conclude with recita- 
tions from pages 16 and 18. 

The work of the First Step is completed when the children can recite 
or sing at sight from blackboard or book, pointing to the lines, any rhyme 
in this section of the book. In average cases it should be accomplished 
in about five weeks. 

DETAIL OF FIRST STEP. 

On the FiEST day of school, draw the little strangers into spiritual 
communion by a talk about " the baby." It is a theme that reaches more 
hearts and stirs more mutual feeling than any other. The shy become 
trustful, the taciturn eloquent in discussion of " our baby," or even of 
" my aunt's baby." 

After the baby has been talked about long enough it is time he should 
rest, so we will sing him a little sleepy song. With or without the verses 
upon the blackboard, with or without pointing to them, sing very softly 



8 MANUAL FOR THE CULTURE PRIMER. 

and sweetly the " Eock-a-by " song. The melody selected for this song is 
highly descriptive of the irregular swaying of the branches in the wind. 
This effect, and the crooning nature of the song, should be felt and 
expressed. Encourage the children to sing with yon. The talk and the 
introduction of the song may occupy two periods of ten minutes each. 
Four more ten-minute periods during the day may be given to the singing 
of the soft lullaby and the merry " See-saw." 



kDtl tAsL t/uuL-txrp! 
Ij/rLQ/rL tAjL un/nxL t'tcruj^, 
DAiL cAxlcUjl uAIZ AjycAy . 

Q/nxL cLcrWTb uALt corrw ^mjJm^ , 



THE NATURAL METHOD IN READING. 9 

On the SECOND day the Y^ords of both songs should appear upon 
the blackboard, in script corresponding to that used in the Primer, and 
arranged precisely after the print models, the second line of " Eock-a-by " 
beginning under the third letter of the first line, etc. The pointer should 
follow the words correctly during the singing. 



TLouj- l^^'ajl up a/ncL cLcrurru. 
Tlxxw- iu-e.'Aji. opL to JLcrrhdoTL tourro. 
Jjcrud cutujL gMiXd , cxmruL atiZ a/rucL dZoaj 
U/AjObt pj/TL lu^'Ajl^ -fuxfiH/nn to-doyu! 



10 MANUAL FOR THE CULTURE PRIMER. 

On the THIRD DAT the motions of " See-saw " may be taught. These 
are as follows : 

The class stand and clasp hands in rows across the room. With the 
singing of the first two lines they sink to a squatting position and rise 
again four times. With the third and fourth, they swing freely to left 
and right four times. With the fifth and sixth, they sink and rise again, 
as before. To conclude, they take a long step to front and one to back, 
changing weight from foot to foot and swinging hands in unison, four 
times. There should be rhythmic abandon without disorder or noise. 
Nervous, noisy singing strains the voice ; hearty, joyous singing trains it. 
A song is literature, and should be so rendered as to develop all its emo- 
tional values. Song is also a discipline. Songs like the lullaby may 
be used to calm the children after mirth or boisterous play ; songs like 
" See-saw " to rouse them on dull days. Children sing and recite better 
to appropriate action. The lullaby should be sung to imaginary babies 
held in arms and gently rocked to the rhythm of the melody. 



Snji LA/t/rui to trm. ujuyiKyaAjoi 
Jo (xeJL AiAy puKxV cUxg cu v-orrub . 
UJfu/rh aAji aot tAjiAjb , 

COncL Ao tfuiy CKxrt cLo-a -fhoxL rumj^. 



THE NATURAL METHOD IN READING. 11 

On the FOURTH day a new rhyme should be presented, and the chil- 
dren asked which is " Eock-a-by," which is " See-saw," and which the 
new one. 

On the FIFTH DAT capable children may try to point to the words 
as they are sung or recited, but the teacher should carefully guide the 
pointer to avoid wrong associations, until the unskilled hands acquire 
facility in keeping the place. 

On the SIXTH day the best-known of the rhymes may disappear and 
a new one take its place. The substitution should be performed while the 
children look on, and the teacher should speak the words as she writes 
them. Then children should sing or recite with her. 

One new rhyme a day may now be given, while the old are reviewed. 
It is best to keep three or four at once before the class if possible.* 

Have children draw illustrative pictures on presentation of rhymes, to 
show that they know them. 

"Jack and Jill " may be sung to the tune "Yankee Doodle." " Little 
Eed Bird " may be sung and the missing stanzas supplied, but not in time 
allotted to this Course. " Simple Simon " is sung in a minor key. It 
should be rendered with mock mournfulness. 

When all the rhymes have been presented distribute the Building 
Slips, and with their aid review the work. Each pupil receives an 
envelope with its three or four stanzas. He constructs these upon his 
desk. Some have one set, some another. Some have one of the rhymes 
on the blackboard, some more than one, some none of them. Let them 
compare with blackboard and with one another. Several distributions are 
necessary, with a new set of rhymes on the board and a new set before 
each pupil at each exercise.* 

While thus reviewing the rhymes in script, write upon the blackboard the 
phrases and words given on pages 16 and 18, witli their analyses, as shown, 
and have word calling. Encourage the slower children to use the pointer. 

Do not drill, but extend these exercises, analyzing the phrases up and 

down, peep of day, for the cooh, in a shoe, and others. Eetain capitals 

1 

* The teacher may find it worth while to prepare a chart whose leaves she can turn 
rapidly for the purposes of this comparison. To supplement limited blackboard space, 
such a device will be found invaluable. 



12 MANUAL FOR THE CULTURE PRIMER. 

wherever used in the verses. Do not separate the article from its noun. 
Write suitable nouns on board and ask children to draw pictures for them. 
When the work has been completed in script, give books and identify 
and review in print, as before directed.* 

SECOND STEP.— Eesolving and Combinino. 

WORD STUDIES. — In the reading lessons of this section the pupils 
find three classes of words : 

1. Search words, or words to be found in previous text. 

2. Xew words, or sight words newly presented. 

3. Phonetic words, or words whose parts have been familiarized in the 
Eesolving and Eecombining exercises. 

Words used in the rhymes of the Pirst Step, if forgotten, should be 
looked for there by the pupils, even though they do not occur in the new 
text until toward the end of the book. This is in the line of true scien- 
tific study, and takes the place of memory drills for this class of words ; 
it also secures a good deal of silent reviewing of text. All words become 
search words when forgotten after they have been introduced. Pupils 
who recall them may tell those who do not in which lessons they are to 
be found. The forgetful are then helped by the old context, and, having 
rediscovered the words by their own intelligent effort, they remember 
them without drill or strain. It is better to linger with a lesson long 
enough for all necessary reminder by natural means than to hurry the 
mind through artificial processes. To keep reading and word study a 
pleasure should be the teacher's aim, rather than to make rapid progress 
through the book. Rapid action should come of spirited interest, not of 
haste to get on. 

Words of the third class come in great numbers out of the word study. 
Beginning with comparison of some familiar words that are nearly alike, 
we find that we can extend our vocabulary by adding the same variations 
to others. (Pages 20 and 22.) We do not drill, having sufficiently 
reviewed the capital fosm and the modifying s by applying them in a 

* Making fire-lighters is excellent exercise for little fingers, and fire-lighters make 
pointers that do not scratch or mark the books. 



THE NATURAL METHOD IN READING. 13 

number of words. Examining further, we find words within words (page 
24), and again our vocabulary makes a large and easy gain. 

We next gather together (pages 26 and 28) some words that sound 
partly alike, and find that they have common parts to the eye as well. 
We underscore these parts, and, while we do so, the eye learns them, 
besides reviewing the words in which they occur. We gather together 
the proper names we know (page 30), and our attention is again called to 
capitals. We are interested to look back through former lessons for all 
capitals, and learn that capitals are used to distinguish the names of 
people, and also at the beginning of sentences. During another period 
we gather together our er words, and find that we can make more by 
adding this ending to some of our other familiar words. In doing so we 
again review without drill. 

And now we are fairly launched on analytic and synthetic work. Go- 
ing hand in hand, they make a most interesting pursuit, and our gains in 
new words are enormous, while our insight into word structure is like a 
growing light on all the text we study, whether old or new. 

Although we are becoming strong and interested students a strict 
grading is observed. The consonants /, ?, m, w, r, s are easier initials 
than the others. Then come th^ sh, w and the compounds in I and r; 
then wh. All of these blend with the sounds that follow. The others do 
not (excepting v). 

The whispered explosives c, p, t (page 50) are a little easier than the 
voiced explosives b, d, g, so we take them next. 

While separating these initial consonants and applying them to word 
parts that we knew, we have been constantly adding to these other word 
parts, or stems, as it is convenient to call them. Now (page 56) we will 
vary the experimenting by separating a word for the sake of its stem, 
and seeing what we can do with that by prefixing to it such consonants as 
we know.* While thus engaged we find that there are quite a number 

* In the recombining exercises it is not well to permit the pupils to make random 
combinations. This practice would result in many wror^g associations. The uniform 
method should be to write the exercises just as they are given, adding any resolutions or 
combinations that may have become opportune through the supplementary reading, and 
have the pupils pronounce the words by parts and as wholes, as indicated. 



14 MANUAL FOR THE CULTURE PRIMER. 

of combinations available now that were not when we discovered their 
several parts. Of course, it is only a review to put these parts together 
and count the new words thus made. 

Baby Ben (page 59) makes a sound with his breath against the window 
pane, which we will try as an initial. It does not blend, but we soon learn 
to combine it in new words by practising a bit with some old ones. 

Why is it (page 61) that we say "an apple," "an orange," and "an 
Gggt'^ but "a red apple," "a big orange," " a small egg^^? We practise a 
little and find that a sounds better before some words and an before 
others; and also that there is a similar difference in the pronunciation of 
the. We say these words over rapidly to accustom ourselves to the differ- 
ent usages. We also find that some words sound like two words, having a 
for the first. We can make some more of these words, and to do so helps 
us to remember those we have had before. 

In this way we continue our play with words, week after week, for a 
long time. Scarcely a new word do we learn that we do not, sooner or 
later, pick apart and use to make material for several more. Finding the 
same word parts over and over again, we come to know them ; and having 
so much practice in putting them together, we easily decipher all new 
words that are made of them. At last we come to feel that we at least 
partly know every new word at sight. 

Picking apart the word fe7ice (page 109), we find in it a letter c hav- 
ing the sound of s. We are told that it is because of the e which fol- 
lows. Then we are shown some more words in which c is followed by e, 
and has the s sound instead of sounding like l\ We know their parts and 
tell what they are. After this we find other letters that have more than 
one sound. There is often some silent letter in the word that tells what 
sound the letter has ; but we can not always depend upon this, so we 
give the variable letters marks to show which sound they have. 

Then we have an exercise that shows how silent letters, though they 
say nothing themselves, often change the sounds of other letters. We 
cross out the silent letters and mark those that change. 

READING. — One rule is to be observed throughout : Prepare the lesson 
thoroughly by word study, discussion of theme, and silent reading before 
reading it orally. 



THE NATURAL METHOD IN READING. 15 

And another rule which is like unto it : Never let a pupil read a sen- 
tence aloud until you are reasonably certain that he knows it. The child 
should know no terror or uncertainty of the text when he rises to give it 
voice and meaning. 

It is not necessary that every child should read aloud every day. Easy 
reading does not come by this sort of practice ; it comes through fearless- 
ness of the text. Oral reading is properly the closing exercise, in which 
the ground covered in study is reviewed in an address to the ear. It is not 
the stndy. A little expressive reading is better than a good deal of bad 
rendition. If the silent reading is made intelligent the oral may be inci- 
dental. 

A "scientific altruism" and the "enlightened selfishness" of a wise 
state unite in justifying especial care of the weaker students. Oral read- 
ing should be made one means of encouraging timid spirits to self- 
expression. 

The first reading lessons of the Second Step should be devel- 
oped conversationally, the sentences read first from the blackboard and 
the print used as a review. This practice may be dropped as soon as the 
children develop ability to study the print independently. After that, 
the lesson program should be : 

1. Identification of the new words given in script at top of page, with 
their printed forms as found in the lesson. 

2. Examination of text by children for words they do not recognize. 
These should be written on the blackboard, and the entire class may join 
in the hunt for them through former lessons. These word hunts will 
afford sufficient review of previous text. 

3. Discussion of lesson theme, as shown in picture, including questions 
eliciting the main ideas of the lesson, but not its language. 

4. Silent reading of the lesson consecutively. 

5. Oral reading, in which the diffident are given plenty of exercise 
upon the easier sentences, while the more difficult are assigned to volun- 
teers, the pupil in all cases scanning his sentence anew before trying to 
render it. 

Discussion of lesson theme should become a less and less important 
factor in the preparation of the lessons as the pupils develop more power 



10 MANUAL FOR THE CULTURE PRIMER. 

to get the thought directly from the printed text. The narrative lesson 
on page 112 may be read without such preparation. 

During all work with the books, watch over the postures of the chil- 
dren. " The whole boy " reads when reading is a natural act. When the 
whole boy reads, the pose will show two things : Unity and Change. Xo 
fixed posture is to be recommended for the reading class, and yet posture 
is one of the tests of complete success in teaching Eeading. Except in 
the case of defective bodies, it is the result of mental conditions. 

Example : A child whose posture is poor because he is groping with 
an obscure meaning may have the meaning explained to him and yet not 
change the position of a single muscle. A vigorous exhortation, such as 
" Well, then, say it as if you meant it ! " will bring feet and spine into 
position if there is the proper response of pupil to teacher. Negative 
teaching will not induce this condition. " Don't sing so loudly!" represses 
the spirit of song. " Now baby is nearly asleep. Let us sing to him once 
more, very softly, and then I am sure he will be in dreamland." Such an 
appeal will soften the muscles that are holding the imaginary babe and 
induce the crooning song. The great Liszt used to say to his pupils^ 
" Play to those in the topmost gallery." The secret of expression lies in 
the reaching out toward the not-self, not in listening to one's own voice. 

Natural attitudes are wholesome, and do not injure the voice. When 
Eeading becomes a weariness through tedium, or involves too much tech- 
nical labor, or the weight of the book overtaxes the muscles of the child, 
strain occurs and unwholesome postures result. In the main, then, the 
teacher should regard the physical as an index to the mental, and wake 
up body by waking up mind. 

An important exception to this general rule is that the children 
should be examined as to their powers of vision, and the defective pro- 
vided with glasses. 

INCIDENTAL TO SECOND STEP. 

The exigencies of book-making necessitate a condensation of the exer. 
cises in the latter part of the book. The full practice should be given on 
the blackboard, as previously, and in the book reviews the children should 
analyze and resynthesize the words as they have been taught to do. 



THE NATURAL METHOD IN READING. 17 

Whenever a word part is not recognized it should be sought for until 
found in previous exercises. 

Page 31. — Let children find 2vare^ hare^ and 'poor. Utilize these words 
in teaching cure and the capitalized Poor. Similarly, call to the assist- 
ance of the new words the help of the old whenever practicable. 

Page 42. — Children who blow doion upon the imaginary sails show 
lack of imagination. This power should be cultivated through corrected 
pose and action. Children who crouch over the imaginary lake show 
indetermination of character. An attitude with will and freedom in it 
cultivates will and freedom. Palms should be held high and level. 

Page 57. — Play the joke on the children. Insist that you see seven 
roses. After they have counted and puzzled over it sufficiently, take up 
the sentences one by one to find the catch. 

Page 59. — Children may play they are a lot of little panting dogs, to 
raise a laugh and anchor the perception of the aspirate. 

Page 73. — Avoid coupling heen (bin) with queen. 

Page 90. — Call for the Hues by numbers. After this exercise children 
may indicate which unfamiliar words they want pronounced in each new 
lesson by saying, " Third paragraph, fourth line, second word,'' etc. 

Page 99. — Let the children find the words that will take ed for a 
blackboard exercise before seeing the print. 

Page 101. — Nothing need be said about the t sound of f?, after the 
aspirated consonants, unless children notice it. They can not give the 
letter its regular sound in such connections except by adding a syllable. 

Page 112. — Give practice on sentences like the first in the third para- 
graph. It is a common error to use ivliom in such constructions. The 
pronoun is the subject oi founds not the object of thinh. 

Page 115. — The bird showing orange is the oriole. 

During the work of the Second Step the lesson period may be increased 
to twenty minutes. 

SPECIAL EEVIEWS. 

After page 39 present the word parts learned to date, and ask for 
words containing them. They are : ing, en, ock, eej), im, ook, et, ow, ay, 
er, unny, ive, nil, ell, tin, ittle, onger, ike, ies, y, e, aster, atter, est, o, osey 



18 MANUAL FOR THE CULTURE PRIMER. 

ine^ oty etu, aw, ir, ang, ong, ent, ise, ed, ee, id; nek, f, I, m, n, r, s, th, sh, 
nek, hi, ci, si. 

Similar reviews may be had whenever needed. 

After the lesson on page 86, turn to Frontispiece and elicit sentences 
for a blackboard lesson. In connection with this develop a word exercise 
reviewing past and preparing future work. 

It is not necessary that the children shall have mastered all the words 
in the Primer before beginning Book Two. 

THIED STEP.— Collating the Elements. 

Experimenting further with sounds we find that Ave can prolong some, 
while others are spoken and done with. We gather all the sounds we 
know that we can prolong and sing them to the scale — or try to. When 
we come to / and s we find these sounds will not sing. That is because 
we give them breath, but not voice. If we give them voice they change 
to V and z. One has to use voice to sing. 

Another exercise follows in which we practise sounding a good many 
letters. We find that in saying most of them the tongue touches some 
other part of the mouth, or the lips come together. We find six letters, 
however, that can be sounded without any closing up of parts of the 
mouth. The children call them "open letters"; the teacher calls them 
vowels. We remember that we had them all together once before (page 
113). We practise them again in words with and without silent letters, 
and learn their long and short sounds. 

And now we find five of them in a song, and learn that silent letters 
are not always necessary to give the vowels their long sounds. We are 
also reminded that c is not always the same. The teacher tells us that it 
is always soft before e, i, and y. We mark it wherever it is like s, to help 
us remember while singing. 

It seems, too, that g has a similar habit. We are told that it is usually 
soft before the long sounds of e and i, and as these are the sounds we have 
in the song, we mark it and sing it so. We have to look out for the 
changes, and it keeps us wide-awake. There are some other funny verses 
to this song. We call it the " Spelling Song." 



THE NATURAL METHOD IN READING. 19 

"We remember that we have not learned any new letters for a long 
time. We wonder if there are any more to be learned. We gather 
together all that we know. We are told that we have them all, and learn 
how to arrange them ; for it seems there is a proper order in which to say 
them. So arranged, they make what is called the Alphabet. We find 
them properly arranged in the book and set to a merry tune. 

After singing the Alphabet a few times we try to say it without the 
music — then to say it rapidly. When we can do this the work of the 
Primer will be finished. 



PART II 

TO ACCOMPANY 

CULTURE READER— BOOK TWO 



THE NATURAL METHOD IN READING. 



Learning to read, in common with all its sister arts, has a mechanical 
side and a thought side. The two should be kept apart. In order that 
the mind may be as little conscious as possible of the Mechanics of Head- 
ing while rendering text, all word study should precede and be separated 
by an interval of time from such rendition. 

To this end, the time devoted to Heading in this grade should be 
divided into periods of about twenty minutes each, and these periods 
should be distributed through the general program for the day. 

The average lesson in this Course Avill require about three such periods, 
the first two preparatory, dealing with word studies, by children's own 
examination of text for new words, and by Written and Oral Spelling. 
The third period should be set apart for Reading proper, silent and oral. 
Reading is a luxury ; it has to be earned and should be enjoyed. 



WRITTEN SPELLING. 

The Written Spelling in Book Two is a mere copying exercise — an aid in 
learning the words for the more immediate purposes of Reading, and in 
getting a general appreciation of the contents of words, for the most part 
unphonetic, by dwelling upon their structure while v/riting them. The 
Natural Method does not admit memoriter work at this stage of the 
pupil's progress, but depends wholly upon the spontaneous assimilation of 

the best results of observation. 

23 

t.ofC. 



24 MANUAL FOR THE CULTURE READER. 



ORAL SPELLING. 

The student of this book is to commit nothing to memory. The work 
is purely that of examination and description. 

Having spent about iive minutes in examination of the facts made 
prominent by the diacritical markings at the tops of the columns, he is to 
occupy the remainder of the spelling period in describing the words by 
naming their letters. As facility is gained, this process should be speeded. 

After ability to thus describe the longer words as rapidly as the letters 
can be enunciated has been acquired, volunteers may turn their backs to 
the blackboard while spelling the easier columns, the class giving the 
words. This and the spelling matches should be the limit of memory 
work with students of Book Two. 

Words of more than one syllable must be divided into their syllables, 
and each syllable pronounced after its letters have been named, and before 
proceeding with the rest of the word. Capital letters should be named 
as such in spelling proper nouns. Apostrophes and hyphens should be 
named in their places. When letters are doubled in the same syllable the 
best usage is to call them " double 1," " double e," etc. When syllabica- 
tion divides them they must be named separately with their respective 
syllables. All the habits of good spelling are to be established in this 
grade except that of committing words to memory. 

PHONETICS. 

The end of our work in phonetics is (a) that the pupil shall gradually 
become conscious of the common principles of Spelling, which he will 
later formulate in rules; and (b) that he shall be enabled in due time to 
help himself to pronunciations by reference to the dictionary. 

Words at the tops of columns are marked whenever either of these two 
ends can be served. Websterian markings are adopted as far as they go. 
A few additional marks are supplied for convenience as occasion arises. 

All of the phonetic exercises should be developed on the blackboard 
and reviewed in the book. 



THE NATURAL METHOD IN READING. 25 

Lesson I. — In the word race the a is long because of the silent vowel, 
and the c takes the s sound because followed by e. This is a review of 
observations made in the Primer. 

Lesson 11 — The e is long in the first column because at the end of a 
syllable, and short in the second because followed by a consonant. Recall 
Primer song. The term vo^oel was taught in the Primer. The letters 
that are not vowels are consonants. W is a vowel in function, but the 
pupils will not discover it as such, nor will they ever need to, unless as 
advanced students of English phonetics. 

Lesson IIL — We do not mark oy and aio because they always have the 
same sounds; nor ou because in these words it has its ordinary sound. In 
the fourth and fifth columns the vowel has its short sound for the same 
reason as in preceding lessons. 

Lesson V. — As we can prolong the sound of one / as long as we wish to, 
we will treat the double Z as a single sound and not mark the second as 
silent. (We shall regard /, m, n, r, and s in the same way.) Double o 
does not always have the same sound as in this lesson. This is its short 
sound. 

Lesson VII. — Here we find silent a and silent w giving o its long sound. 

Lesson VIII. — IgJit is always the same. Ck is always put together in 
one sound. 

Lesson IX. — I?ig is always the same. 

Lesson XI. — Here we have s sounding like z and ar with a different 
sound from that it had in Lesson IX. 

Lesson XII. — Silent i gives a its long sound. 

Lesson XIII — Before I; n sounds like ng. Heretofore we have given it 
this sound without thinking ; now we notice for the first time that we do 
so, and give it a mark. Silent ugh accompanies a new sound of o. 

Lesson XIV. — E sometimes has its short sound before ?•, as before the 
other consonants, but not in the words of this lesson. We shall find other 
letters having this peculiar wavy sound before r. When we do we shall 
give them this same wavy mark. Silent y gives a its long sound. U has 
two new sounds in this lesson. 

Lesson XV. — Here we find the short sound of e with a silent letter 
after it. This is not so in the majority of cases. Another new sound of o. 



26 MANUAL FOR THE CULTURE READER. 

Lesson XVI.— Two new sounds of a. Silent e gives spoken e its long 
sound. 

Lesson XVIL — E with the wavy sound and a silent letter between it 
and the r that affects it. Short y for the first time. 

Lesson XVIIL — A new sound of o — the same as that of oo long. The 
same three silent letters that gave o a new sound in Lesson XIII now give 
the same sound to a. In the second column ie serves as short y at the 
ends of the words. Many people spell their names so. 

Lesson XIX. — / before r has the same wavy sound given by that letter 
to e and u. 

Lesson XXI. — Q is always found with u after it, nearly always giving 
the sound l:w. 

Lesson XXII. — (J and A take the same sound before r in these words 
that they did before silent ^(gh. 

Lesson XXIII — before r with the wavy sound. Long e takes its 
silent letter before it. G before e sounds like /. 

Lesson XXVI. — D has to take the t sound after p. As this must always 
happen, we do not need a mark. 

Lesson XXVII. — A new sound of a. 

Lesson XXX. — Tli with voice, marked to distinguish it from th whispered. 

Lesson XXXII. — In the last column we have d sounding like t again. 
"We could not give it its own sound after Ic without making an extra syl- 
lable. (Experiment.) 

Lesson XXXIII. — Sound sh. Turn it to zh. That is the new sound of 
s in this lesson. The dictionary tells us to pronounce it like zh. Instead 
of saying all this we will make a mark of our own for it (s). 

Lesson XXXIV. — Y at the beginning of words has the sound of long e. 
When i has that sound the dictionary puts two dots over it, so we will do 
the same with y. 

Lesson XXXV. — The words one and once seem to have lost a w from 
the beginning. Since o has two sounds to carry, we will give it the marks 
for both. In the second column we have ngh no longer silent, but stand- 
ing for/. 

Lesson XXXVI. — In the last column a has the sound of short e. There 
are not many of these words in the language. We will draw a line under 



THE NATURAL METHOD IN READING. 27 

the letter, and whenever we find e taking a sound of a. we will mark it in 
the same way. 

Lesson XXXIX. — Some words in which silent ugli follows the long 
sound of 0. 

Lesson XL. — Some words in which ou takes the sound of long oo^ 
and some in which it takes the long o sound. Ng is always like the n 
before k. 

Lesson XLL — Some words in which the stem vowel has its short sound 
despite the silent e at the end of the syllable. There are not many of 
these words. D has to take the t sound after cli. 

Lesson XLIIL — A few more words in which silent a does not make 
long e. 

Lesson XLVIL — E taking a sound of a is marked the same as a taking 
a sound of e. 

Lesson L. — The short and long vowels (to which y should be added). 
Ea^ with e silent and a long. 

Lesson LL — JJ after r is like long oo. What does the apostrophe stand 
for in each case ? Name it in spelling the word. 

Lesson LIII.— Silent igli nearly always gives e the long a sound. 

Lesson LIV. — In a very few words u has the sound of short i. 

Lesson LVIL — We sometimes join two words together with a char- 
acter called a hyphen. 

Lesson LXIII. — Cancel the silent letter at the end of the first syllable 
in each of the first five words and practise pronouncing them, noting 
that this letter does not sound. 

Lesson LXVL — / has the same sound that y has at the beginnings of 
some words and syllables. We give it the same mark. 

Lesson LXVIII.— There are very few words in which u has the sound 
of short e. 

EEADIXG. 

Full and free emotional expression without extravagancies of voice or 
gesture is the first mark of culture. Heading should cultivate the emo- 
tions and give practice in their true expression. 

This does not mean practice in voice and gesture per se. The first 



28 MANUAL FOR THE CULTURE READER. 

principle of true expression is unconsciousness. The secret of its attain- 
ment is (a) absorption in the thought ; (b) faith in the audience ; (c) ha- 
bitual self-control. A momentary lighting of the eye, the faintest passing 
of a smile or a frown, the slightest movement of a muscle in gesture, 
when these are the manifestations of a genuine and tutored soul, mean 
more and are more elfectiTe than any amount of studied action on the 
part of a mere elocutionist. Freedom, then self-restraint under a growing 
sense of proportion, is the order of growth. The habits of expression are 
a development out of all the stimuli of thought and feeling. 

Art and Music go hand in hand with Oratory. Whenever a verse 
expresses itself better in song, let it be so expressed. Whenever a picture 
" speaks," let the student listen. Is it a real, live pussy on page 21 ? 
What makes you think so ? Why, look at her eyes ! Look at her ears ! 
Look at her tail ! And do we not wish to stroke her soft, black fur ? 

To vary the enjoyment we have the little guessing lessons, the more 
humorous selections, and the dialogue, which, with some of the poems, 
may be committed for school entertainments. 

It is not necessary for every pupil to read orally every day, or for a 
short lesson to be repeated times enough to go round the class. 

INCIDENTAL TO HEADING. 

Page 10. — If Mary had followed the brook all the way, what would she 
have found at last ? 

Page 15. — What former lesson does this picture illustrate? 

Page 22. — This little story is a literary gem. It will be enjoyed better 
if read with little or no discussion. All necessary word study should be 
accomplished during the two preliminary periods given to preparation. 

Page 25. — ^If a sense of the wind is aroused, the first line will be read 
with a rush, no attention being paid to the comma. 

Page 29. — The key word is peach. Let children read the lesson once 
orally, saying " blank " at every dash ; then several times, supplying the 
blanks. 

Page 66. — What would become of baby birds, or of baby children, 
without the parents' care? What is the children's part in making the 
home " bright and glad " ? 



THE NATURAL METHOD IN READING. 



29 



Page 76. — Elicit children's ideas about the moon and moonlight. 

Page 80. — What did the child say? What did the sunshine say? 

Page 86.— The key words are, for the spring story : Spring— come out 
— violets — basket — gray rabbit — rabbit — a hole in the ground — rabbit ; and 
for the fall story : fall — turn brown — chestnuts — bag — green frog— frog — 
the mud in the jjond—frog. 

Page 87.— See Mary E. Laing's "Reading: A Manual for Teachers," 
D. C. Heath & Co., page 84. Teachers are strongly recommended to read 
this book. 

Page 95. — The love of poetry in after life depends much upon the 
manner of teaching such poems as this. Develop the fancy. Work uj^ 
feeling to the highest pitch you can before oral reading. 

Pages 21, 57, 84, and 108. — The following melodies are suggested. All 
require soft, silvery tones to bring out their beauty and meaning : 



I LIKE LITTLE PUSSY. (Page 21.) 




ry-z i 1 


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30 



MANUAL FOR THE CULTURE READER. 



SWEET AND LOW. (Page 57.) 



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THE NATURAL METHOD IN READING. 



31 



WHAT THE LITTLE ROBINS SAID. (Page 108.) 



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